This study examined the influence of language contact and vocabulary knowledge on the speaking performance
of 73 Japanese students in English language schools in New Zealand. The participants completed a language contact profile
questionnaire and a vocabulary test, and were administered a story retelling task (which constituted the measure of
speaking performance). The results revealed that vocabulary knowledge correlated with fluency, accuracy, complexity,
and global impression aspects of speaking performance. Time spent on the following were also found to correlate positively
with various aspects of speaking performance: studying English, staying in English-speaking countries, speaking
English outside of school, speaking English with non-native English speakers, and reading. In contrast, time spent watching
television was found to negatively correlate with speaking accuracy.